语言因素对现在完成体使用的影响

语言因素对现在完成体使用的影响

图书基本信息
出版时间:2009-4
出版社:上海交通大学出版社
作者:顾凯
页数:186
书名:语言因素对现在完成体使用的影响
封面图片
语言因素对现在完成体使用的影响
前言
  英语作为一门国际性语言,已成为人们生活中不可缺少的工具。尤其在中国加入WTO0之后,对英语人才的需求无论在质量上还是在数量上飞速增长。回顾近20年中国英语教学的发展,我们已经取得了很大成就:教学大纲日臻完善与成熟,课程设置日趋合理,教材编写发展迅速,呈现一派百花齐放,百家争妍的大好局面。为中国的科学技术、社会经济发展和文化交流培养了大批英语人才。但是“我国目前的外语水平不高,教学方法普遍存在费时较多、收效较低的问题。”(李岚清)需要进一步拓宽我们的研究范围,探索新的研究途径,以提高中国英语学习者的学习效率,满足中国迅猛发展的需要。  长期以来,中国教师所受的培训主要侧重于如何教,教什么,而我们的研究也侧重于各种教学法、具体的教学方法、教材的编写和大纲的设计,而很少从学习的角度去研究中国的英语教学所面临的问题。近年来国际上二语习得研究的发展迅猛,取得了令人瞩目的成果。我国也有越来越多的学者从学生的视角研究中国的英语教学所面临的问题。中国英语学习者的二语习得研究在过去十多年间也得到了迅速的发展。
内容概要
本书以中国学习者英语语料库为基础,研究了中国学习者在书面语中现在完成体的使用概况,分析了他们在现在完成体使用中的主要困难及其原因;同时,深入探讨了情状体、动词突显度、句子结构、时间状语和过程类型五个语言因素对现在完成体使用的影响。研究结果对第二语言习得中的变异现象和时体研究具有理论意义,对外语教学实践和时体习得具有实际意义。
书籍目录
Chapter
1
Introduction
1.1
Introduction
1.2
Motivation
1.3
Significance
of
the
present
study
1.4
Research
questions
1.5
Outline
of
the
bookChapter
2
Curpus
linguistics
and
inter'language
studies
2.1
Corpus
linguistics
2.2
Interlanguage
2.3
Learner
corporaChapter
3
Tense
and
aspect
acquisition
and
I
inguisticfactor,s
3.1
Tense
and
aspect
3.2
The
Present
Perfect
in
English
3.3
Linguistic
factors
affecting
tenseaspect
acquisitionChapter
4
Methodology
4.1
Introduction
4.2
Data
description
4.3
Data
codingChapter
5
Results
5.1
Introduction
5.2
Analysis
of
tenseaspect
errors
5.3
Analysis
of
the
present
perfect
variation
5.4
Effects
of
linguistic
factors
on
present
perfect
variationChapter
6
Discussion
6.1
Semantic
interpretation
of
the
present
perfect
variation
6.2
The
effects
of
linguistic
factors
on
the
present
perfect
variationChapter
7
Conclusion
7.1
Summary
of
major
findings
7.2
Implications
7.3
Suggestions
for
future
researchAppendix
1
A
sample
text
from
CLECAppendix
2
Sampled
data
from
tagged
VP6
errors
on
English
tenseaspectAppendix
3
Sampled
data
from
the
subjects'
use
of
present
perfectAppendix
4
Sampled
diagnostic
tests
for
lexical
aspectBibliography
章节摘录
  The
second
analysis
looks
at
the
distribution
of
the
forms
that
thestudents
supplied
within
each
aspectual
class
when
they
did
not
supplythe
present
perfect.Statives
and
activities  Figure
5-6
and
5-7
show
the
distribution
of
the
simple
present,simple
past,
pluperfect
and
other
responses
within
the
stative
andactivity
categories
for
the
three
groups.
The
present
perfect
responsesincluding
both
the
hargetlike
forms
and
non-targetlike
attempts
havebeen
omitted
from
the
figure
in
order
to
highlight
the
use
of
non-present-perfect
forms.  As
can
be
seen
from
the
figures,
at
the
HS
level,
the
maincompeting
form
for
statives
is
the
simple
present,
accounting
for46.1%
of
the
non-present-perfect
responses
for
the
stative
category.The
NM
corpus
presents
a
close
distribution
of
present
perfect
variantsfor
statives.
For
activities,
there
appears
to
be
no
notable
alternativesto
the
present
perfect
except
that
the
pluperfect
takes
the
first
placein
the
non-uses
of
the
present
perfect
at
the
HS
level.
Moreover,
bothFigure
5-6
and
Figure
5-7
show
that
the
proportional
use
of
thesealternate
forms
declines
as
learners
become
more
proficient
with
thepresent
perfect.
编辑推荐
  《当代语言学研究文库》是一个开放性和创新性的学术平台,旨在探索当代语言学研究的发展规律,展示该领域研究的最新学术成果。文库体现了学科融通、兼收并蓄的编辑理念。
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